Marianne Ødegaard

• Ødegaard, Marianne; Karlsen, Solveig; Kerstilng, Magdalena; Kjærnsli, Marit; Olufsen, Magne & Suhr, Mai Lill (2026). Searching for high-quality teaching in science classrooms. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 22(2), s. 325–325. doi: 10.5617/nordina.11833. Fulltekst i vitenarkiv Vis sammendrag

  Science education research has a long tradition of exploring the relationship between instructional methods and student outcomes. This article presents the framework of a large research project, a video study of science lessons in primary and lower secondary schools. The study aimed to develop a knowledge base for understanding classroom practices as for instance different forms of inquiry instruction and how they were connected to students’ achievement in science. Hence, the study offers an evidence-based framework for exploring relations between students’ opportunities for learning and teachers’ instruction in science, with a special focus on inquiry activities. The research design is built on previous national video studies and consisted of two whole-class cameras and two head cameras. Twenty classes were included, with four science lessons each. The video analyses in this study reveal empirical examples of how the framework can be used to search for quality teaching through observational studies; both the occurrence of single quality indications and connections between these. We pay special attention to inquiry-based learning activities.

• Kersting, Magdalena; Kohler, Priscila & Ødegaard, Marianne (2026). Embodied, Enacted, and Multimodal: Exploring Science Teachers’ Metaphors in Authentic Classroom Contexts. Science Education. ISSN 0036-8326. doi: 10.1002/sce.70077. Fulltekst i vitenarkiv
• Olufsen, Magne; Suhr, Mai Lill; Kersting, Magdalena; Karlsen, Solveig; Kjærnsli, Marit & Ødegaard, Marianne (2026). The Impact of Practical Work on Student Activity and Content Knowledge Learning: Video Observations from Primary and Secondary Science Classrooms in Norway. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 22(1), s. 92–108. doi: 10.5617/nordina.11420. Fulltekst i vitenarkiv Vis sammendrag

  Practical work has been demonstrated to offer various benefits for science learning. Despite benefits, several studies have indicated that practical work does not necessarily improve the learning of content knowledge. This study employed a video observation manual to systematically analyse the practical work in 73 videotaped science lessons from ten primary and ten lower secondary classrooms in Norway. Our findings suggest that students were more active and often participated in science-related discussions when involved in practical work. We also found that pre- and post-activities were particularly crucial for facilitating the learning of content knowledge, particularly in primary schools. Besides, the duration of practical work influenced the observed teaching: we noted a greater emphasis on learning content knowledge during shorter practical sequences. These findings contribute to a better understanding of the opportunities for practical work in science education.

• Karlsen, Solveig; Kersting, Magdalena; Ødegaard, Marianne; Olufsen, Magne; Suhr, Mai Lill & Kjærnsli, Marit (2025). A comparative study of teachers’ conceptualisations and enactment of inquiry-based science education. International Journal of Science Education. ISSN 0950-0693. doi: 10.1080/09500693.2025.2547411. Fulltekst i vitenarkiv Vis sammendrag

  Inquiry-based science education (IBSE) is widely championed as an effective instructional approach, with teachers being key agents in its implementation. While substantial research exists on students’ learning outcomes in IBSE, the relationship between teachers’ conceptions of IBSE and their classroom implementation remains unclear. This study addresses this gap by comparing teachers’ expressed understandings and enactments of inquiry practices through semi-structured interviews and classroom observations of six science teachers (three primary and three lower-secondary). Combining thematic analysis of interview data with video analysis of 24 lessons (four for each teacher) using an observation manual, we find varied conceptions of IBSE among the teachers that only partially align with their classroom practices. We identify two alignment challenges: student autonomy versus teacher-provided structure and implicit expectations versus explicit instructional strategies. These challenges constrain effective IBSE implementation and highlight challenges teachers face in aligning theoretical ideals with classroom realities. We argue that understanding these challenges is crucial for improving teacher training and professional development to realise the full potential of IBSE.

• Senden, Bas; Jentsch, Armin; Teig, Nani; Nilsen, Trude; Fauskanger, Janne & Frågåt, Thomas [Vis alle 16 forfattere av denne artikkelen] (2025). Context matters: adapting and validating the TEDS-instruct observation instrument assessing teaching quality for its use in Norwegian primary education. Frontiers in Education. 10. doi: 10.3389/feduc.2025.1483092. Fulltekst i vitenarkiv Vis sammendrag

  The current investigation aims to adapt and validate the Teacher Education and Development Study-Instruct observation instrument for assessing teaching quality in new contexts: Norwegian Grade 6 mathematics and science lessons. More specifically, the article examines content validity and reliability in the new contexts using a multi-methods approach, involving the Delphi technique and generalizability theory. Findings suggest that while the core components of the instrument are relevant in the new contexts, specific adaptations are necessary to capture teaching quality in a more nuanced and meaningful way. Based on the findings, specific adaptions are made to the instrument. Finally, recommendations for developing and using the instrument in the new contexts are provided. The current investigation underscores the importance of contextual sensitivity in the assessment of teaching quality.

• Isaksen, Marianne; Ødegaard, Marianne & Utsi, Tove Hilde Ågnes (2024). Science Textbooks: Aids or Obstacles to Inquiry Teaching? Science Teachers’ Experiences in Norwegian Secondary Schools. Science & Education. ISSN 0926-7220. doi: 10.1007/s11191-023-00492-x. Fulltekst i vitenarkiv Vis sammendrag

  Textbooks have several important functions in science education. By interviewing six teachers, this study shows how secondary school science teachers perceive and use textbooks as resources, especially in inquiry teaching. The results show that textbooks aid inquiry teaching by offering teachers easily accessible suggestions for practical and inquiry activities in accordance with the curriculum to be implemented in science lessons in addition to presenting scientific content adapted to students’ level in which they can use to easily link theory to their practical inquiry. However, the use of textbook inquiry activities can restrict the degrees of freedom in implementing inquiries, as textbooks are perceived to rarely include inquiry activities with many degrees of freedom. In addition, some teachers adjust their textbook inquiry activities to have fewer degrees of freedom to meet the challenges they experience, such as time pressure and uncertainty about students achieving curriculum content knowledge goals. These results build important knowledge about textbooks’ role in planning and implementing inquiry teaching in science. They should be of interest to teacher education programme developers and textbook authors who desire to contribute to a more inquiry-oriented practice in school science teaching.

• Ødegaard, Marianne (2023). Using Drama in Science Education and for Sustainability Issues. I McGregor, Debra & Anderson, Dayle (Red.), Learning Science Through Drama - Exploring international perspectives. Springer Nature. ISSN 9783031173493. s. 69-–86. doi: 10.1007/978-3-031-17350-9_5. Fulltekst i vitenarkiv
• Kersting, Magdalena; Karlsen, Solveig; Ødegaard, Marianne; Olufsen, Magne; Kjærnsli, Marit & Suhr, Mai Lill (2023). Studying the quality of inquiry-based teaching in science classrooms. A systematic video study of inquiry-based science teaching in primary and lower-secondary schools. International Journal of Science Education. ISSN 0950-0693. s. 1–22. doi: 10.1080/09500693.2023.2213386. Fulltekst i vitenarkiv Vis sammendrag

  A large body of research has studied the role and potential ofinquiry to increase the quality of teaching in science education.While much of this existing research is based on internationallarge-scale assessment studies, we still lack a clear understandingof the factors that influence the quality of inquiry-based scienceteaching in actual classroom practices. In this paper, weoperationalise teaching quality through an observation manual,and we drew on this manual to systematically analyse video dataof instructional practices in 20 Norwegian science classrooms atthe primary and lower-secondary school level (73 observedlessons and about 450 students). We identified varying quality inthe individual inquiry phases and differences between primaryand lower-secondary schools. We observed that primary-schoolstudents collected and documented data more systematicallythan lower-secondary students and that consolidations wereslightly more emphasised and of higher quality at the lower-secondary than at the primary level. Moreover, ourfindingsindicate that inquiry-based teaching gave students more freedomto make their own choices and increased the quality of studentparticipation in the classroom. Based on ourfindings, we discusshow teachers can improve the quality of inquiry-based instructionand empower students in the classroom

• Ødegaard, Marianne; Knain, Erik; Kvamme, Ole Andreas & Sæther, Elin (2021). Making sense of frustration and complexity when introducing sustainability in teacher education. Acta Didactica Norden (ADNO). 15(3), s. 1–23. doi: 10.5617/ADNO.8184. Fulltekst i vitenarkiv Vis sammendrag

  Barn og unge vokser i dag opp til et liv med klimakrise og miljøkrise. Dette må skolen forholde seg til, og lærerutdannere må reflektere over hvorvidt vi forbereder våre studenter godt nok til denne oppgaven. Denne artikkelen er en studie av innføringen av bærekraftdidaktikk i en større lærerutdanningsinstitusjon i Norge. Intervensjonen varte én uke og ble gjennomført innenfor rammene av eksisterende strukturer, prosesser og lokale ressurser. Vi utforsker hvilke muligheter, spenninger og hindringer som viser seg i intervensjonen med henblikk på å videreutvikle lærerutdanningen i møte med bære­kraftutfordringene. Analysene er særlig orientert mot å få fram studentstemmer, med et empirisk materiale som består av gruppeintervjuer, spørreundersøkelser og videopptak av gruppearbeid. Lærerstudentene som deltok måtte forholde seg til kompleksitet med hensyn til både tverrfaglighet og bærekraft. Autentisitet var også et anliggende som trådte fram. Noen av studentene stilte spørsmål ved hvorvidt det tverrfaglige arbeidet i intervensjonen reflekterte bærekraftundervisningen i dagens skole. Studien indikerer at i lærerutdanningsprogrammer som vil romme både tverrfaglighet og bærekraft, er det nødvendig med strukturelle endringer. Hvis lærerstudentene er blitt fortrolige med tverrfaglige tilnærminger, vil de også bedre være i stand til å møte kompleksiteten forbundet med bærekraft som et ontologisk, normativt og politiske anliggende. Vårt forsøk på å innføre bærekraftdidaktikk i våre lærerutdanningsprogrammer har ikke ført til betydelige endringer, og bærekraftdidaktikk er fortsatt et begrenset perspektiv i disse programmene. Men gitt utfordringene som global oppvarming og tap av biologisk mangfold representerer, er det behov for raskt å få på plass større endringer.

• Kersting, Magdalena; Karlsen, Solveig; Ødegaard, Marianne; Kjærnsli, Marit; Olufsen, Magne & Lunde, Mai Lill Suhr [Vis alle 7 forfattere av denne artikkelen] (2021). Ulike dilemmaer knyttet til utforskende undervisning i naturfag. I Ødegaard, Marianne; Kjærnsli, Marit & Kersting, Magdalena (Red.), Tettere på naturfag i klasserommet. Fagbokforlaget. ISSN 9788245038439. Fulltekst i vitenarkiv
• Lunde, Mai Lill Suhr; Sæleset, Johannes; Kjærnsli, Marit; Kersting, Magdalena; Karlsen, Solveig & Olufsen, Magne [Vis alle 7 forfattere av denne artikkelen] (2021). Forskningsdesign og metode. I Ødegaard, Marianne; Kjærnsli, Marit & Kersting, Magdalena (Red.), Tettere på naturfag i klasserommet. Fagbokforlaget. ISSN 9788245038439. Fulltekst i vitenarkiv
• Ødegaard, Marianne; Kjærnsli, Marit & Kersting, Magdalena (2021). En studie av kvalitet i naturfagundervisning. I Ødegaard, Marianne; Kjærnsli, Marit & Kersting, Magdalena (Red.), Tettere på naturfag i klasserommet. Fagbokforlaget. ISSN 9788245038439. Fulltekst i vitenarkiv
• Lunde, Mai Lill Suhr; Sæleset, Johannes; Karlsen, Solveig; Kjærnsli, Marit; Kersting, Magdalena & Olufsen, Magne [Vis alle 7 forfattere av denne artikkelen] (2021). Hvordan vurdere undervisningskvalitet i naturfag. I Ødegaard, Marianne; Kjærnsli, Marit & Kersting, Magdalena (Red.), Tettere på naturfag i klasserommet. Fagbokforlaget. ISSN 9788245038439. Fulltekst i vitenarkiv
• Karlsen, Solveig; Kersting, Magdalena; Ødegaard, Marianne; Kjærnsli, Marit; Olufsen, Magne & Lunde, Mai Lill Suhr [Vis alle 7 forfattere av denne artikkelen] (2021). Kjennetegn på utforskende undervisning i naturfag. I Ødegaard, Marianne; Kjærnsli, Marit & Kersting, Magdalena (Red.), Tettere på naturfag i klasserommet. Fagbokforlaget. ISSN 9788245038439. Fulltekst i vitenarkiv
• Nilsen, Trude; Frøyland, Merethe; Henriksen, Ellen Karoline; Kolstø, Stein Dankert; Jorde, Doris & Korsager, Majken [Vis alle 14 forfattere av denne artikkelen] (2021). Et kritisk og konstruktivt blikk på naturfaget i norsk skole. I Nilsen, Trude & Kaarstein, Hege (Red.), Med blikket mot naturfag. Nye analyser av TIMSS-data og trender 2015-2021. Universitetsforlaget. ISSN 9788215045092. s. 207–260. doi: 10.18261/9788215045108-2021-09. Fulltekst i vitenarkiv Vis sammendrag

  Dette kapitlet retter et kritisk, men konstruktivt blikk på naturfag, og foretar en gjennomgang av naturfag og naturfagdidaktikk innen forskning og i praksis. Kapitlet starter med å beskrive og diskutere naturfagets kjennetegn, verdi og relevans. Her kastes det lys på hva som er fagets og naturvitenskapens egenart, og hvorfor og hvordan naturfag er verdifullt og relevant. Videre beskrives og diskuteres naturfag på tre nivåer eller fra tre perspektiver: 1) på system- og politikknivå (antall timer til naturfag, realfagssatsing og læreplan), 2) på lærernivå (læreres kompetanse, etterutdanning og undervisning) og 3) på elevnivå (elevers kompetanse og motivasjon). Innen hvert av disse nivåene beskrives først tilstanden og hvordan gunstige betingelser ville ha vært (f.eks. hva kjennetegner god undervisning), og deretter diskuteres utfordringer og muligheter. Kapitlet avsluttes med en oppsummering og diskusjon av veien videre.

• Ødegaard, Marianne & Kersting, Magdalena (2021). Kjennetegn på undervisning som skårer høyt på kunnskap og læringsmiljø. I Ødegaard, Marianne; Kjærnsli, Marit & Kersting, Magdalena (Red.), Tettere på naturfag i klasserommet. Fagbokforlaget. ISSN 9788245038439. Fulltekst i vitenarkiv
• Kersting, Magdalena; Ødegaard, Marianne & Sæleset, Johannes (2021). Hvordan fremme fantasi og kreativitet i naturfag. I Ødegaard, Marianne; Kjærnsli, Marit & Kersting, Magdalena (Red.), Tettere på naturfag i klasserommet. Fagbokforlaget. ISSN 9788245038439. Fulltekst i vitenarkiv
• Karlsen, Solveig; Kersting, Magdalena & Ødegaard, Marianne (2021). Læreres tilrettelegging for faglig fordypning i naturfag. I Ødegaard, Marianne; Kjærnsli, Marit & Kersting, Magdalena (Red.), Tettere på naturfag i klasserommet. Fagbokforlaget. ISSN 9788245038439. Fulltekst i vitenarkiv
• Ødegaard, Marianne; Kjærnsli, Marit; Kersting, Magdalena; Karlsen, Solveig; Lunde, Mai Lill Suhr & Olufsen, Magne [Vis alle 7 forfattere av denne artikkelen] (2021). Diskusjon - tettere på naturfag i klasserommet. I Ødegaard, Marianne; Kjærnsli, Marit & Kersting, Magdalena (Red.), Tettere på naturfag i klasserommet. Fagbokforlaget. ISSN 9788245038439. Fulltekst i vitenarkiv
• Sjøberg, Mari; Gregers, Tone Fredsvik; Ødegaard, Marianne & Tsigaridas, Kristin Glørstad (2020). Biologilæreres kryssing av kulturgrenser - fra en naturvitenskapelig kultur til en skolekultur. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 16(1), s. 52–66. doi: 10.5617/NORDINA.6518. Fulltekst i vitenarkiv Vis sammendrag

  The aim of this article is to understand biology teachers’ challenges with laboratory work in the light of tensions between the different cultures, or discourses, in biology teacher education. The data material in this study consists of a survey with 314 responses from biology teachers as well as a group interview. Our findings suggest that teachers struggle to transform the knowledge and experience from their pure biology education into their practice in the laboratory. Concepts from a scientific discourse, such as ‘hypothesis’ and ‘report’, are therefore integrated into traditional teacher-directed laboratory tasks where the results are given in advance. We argue that this contributes to a misleading image of science. One of the major challenges for teachers, we argue, is to design appropriate contexts for addressing aspects of nature of science in the laboratory. However, many biology teachers report that they lack knowledge about teaching methods in the laboratory.

• Mkimbili, Selina Thomas & Ødegaard, Marianne (2020). Inquiry-based science teaching in community secondary schools in Tanzania: role played by the language of instruction. Cultural Studies of Science Education. ISSN 1871-1502. 15, s. 1121–1142. doi: 10.1007/s11422-020-09973-9. Fulltekst i vitenarkiv
• Knain, Erik & Ødegaard, Marianne (2019). Naturfagets rolle i bærekraftdidaktikk. I Kvamme, Ole Andreas & Sæther, Elin (Red.), Bærekraftdidaktikk. Fagbokforlaget. ISSN 9788245024272. s. 135–151. Fulltekst i vitenarkiv
• Mahan, Karina Rose; Brevik, Lisbeth M. & Ødegaard, Marianne (2018). Characterizing CLIL teaching: new insights from a lower secondary classroom. International Journal of Bilingual Education and Bilingualism. ISSN 1367-0050. 24(3), s. 401–418. doi: 10.1080/13670050.2018.1472206. Fulltekst i vitenarkiv Vis sammendrag

  As a bilingual teaching method, Content and Language Integrated Learning (CLIL) is growing in popularity in Europe and research has primarily focused on (language) learning outcomes. Few studies have identified what characterizes teaching in the CLIL classroom in terms of content and language integration. Studying how CLIL is practiced is vital to understanding how it works and how students can benefit from it. In this study, we filmed and observed CLIL lessons in science and mathematics in a 9th grade, Norwegian CLIL class offering subjects in English. The present study uses The Protocol for Language Arts Teaching Observation (PLATO) to analyze video-recordings of CLIL lessons in science and mathematics, emphasizing a within-CLIL focus, and compared this with the English language teaching in the same class, as a baseline. Our findings indicate content-driven and intellectually challenging CLIL teaching with clear instructional explanations and systematic language support. English was used as frequently in the CLIL teaching as in the English teaching. Content and language were clearly integrated in the observed CLIL lessons, underscoring that the CLIL teachers successfully conveyed their subject in the target language.

• Nylehn, Jorun & Ødegaard, Marianne (2018). The "species" concept as a gateway to nature of science. Species concepts in Norwegian textbooks. Science & Education. ISSN 0926-7220. 27(7-8), s. 685–714. doi: 10.1007/s11191-018-0007-7. Fulltekst i vitenarkiv
• Ødegaard, Marianne (2018). Inquiry-Based Science and Literacy: Improving a Teaching Model Through Practice-Based Classroom Research. I Tang, Kok-Sing & Danielsson, Kristina (Red.), Global Developments in Literacy Research for Science Education. Springer Nature. ISSN 9783319691961. s. 261–280. doi: 10.1007/978-3-319-69197-8_16. Fulltekst i vitenarkiv
• Knain, Erik & Ødegaard, Marianne (2018). The Implementation of Scientific Literacy as Basic Skills in Norway After the School Reform of 2006. I Tang, Kok-Sing & Danielsson, Kristina (Red.), Global Developments in Literacy Research for Science Education. Springer Nature. ISSN 9783319691961. s. 15–28. doi: 10.1007/978-3-319-69197-8_2. Fulltekst i vitenarkiv
• Mkimbili, Selina Thomas; Tiplic, Dijana & Ødegaard, Marianne (2017). The role played by contextual challenges in practising inquiry-based science teaching in Tanzania secondary schools. African Journal of Research in Mathematics, Science and Technology Education (AJRMSTE). ISSN 1811-7295. 21(2), s. 211–221. doi: 10.1080/18117295.2017.1333752. Fulltekst i vitenarkiv
• Knain, Erik; Fredlund, Tobias; Furberg, Anniken Larsen; Mathiassen, Ketil; Remmen, Kari Beate & Ødegaard, Marianne (2017). Representing to learn in science education: Theoretical framework and analytical approaches. Acta Didactica Norge. 11(3), s. 22–22. doi: 10.5617/adno.4722. Fulltekst i vitenarkiv Vis sammendrag

  Being able to engage with science representations, such as graphs, drawings, animations, gestures and written and verbal texts lies at the heart of scientific literacy. This article introduces the design-based research project Representations and Participation in School Science (REDE), which aims to investigate new aspects of how representations create learning and teaching opportunities in school science in lower and secondary school. It does so by scrutinising the role of representations in three areas of science education: the learning of science content, socio-scientific issues (SSI) and the nature of science. Central to the REDE project is the development of teaching designs whereby students’ and teachers’ engagement with various forms of representations are at the core of learning activities. The teaching designs are developed by teachers together with the researchers in REDE and are tested by the teachers and their students at three partner schools. In this article, we outline the theoretical framework of the project, which is based on scientific literacy and the notion of a ‘third space’. We also introduce the design principles that inform the development of the teaching designs, as well as the two main analytical approaches that we use to analyse students’ and teachers’ engagement with science representations: multimodal analysis and interaction analysis. Finally, we illustrate the potential of the theoretical framework, the design principles and the multimodal analysis in contributing to the investigations in REDE. We do so by presenting and discussing analyses of three empirical cases from classrooms where students worked with teaching designs that focus on representations.

• Olufsen, Magne; Karlsen, Solveig & Ødegaard, Marianne (2017). Endringer i lærerstudenters kompetanser? En casestudie fra en ny lærerutdanning ved UiT Norges arktiske universitet. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 13(2), s. 117–133. doi: 10.5617/nordina.3140. Fulltekst i vitenarkiv Vis sammendrag

  From 2017 the Norwegian teacher education in primary and lower secondary school will be a five-year master education. UiT - The Norwegian Arctic University started a master education already in 2010. The main differences between the old and new program are: increased credits in both pedagogy and the master subject, more emphasize on pedagogical content knowledge (PCK) and more focus on the master subject early in the education. In this case study, teacher supervisors evaluate students’ knowledge in their school practice. All teacher supervisors in the study with practice from both former and new education, experienced that the master students had increased subject matter knowledge and PCK. These changes in preservice teacher knowledges can possibly be explained by changes in the education program. Our results show that early emphasize on subject, increased focus on PCK and subject matter knowledge are important features in the development of the pre-service teachers’ professional knowledge.

• Mkimbili, Selina Thomas & Ødegaard, Marianne (2017). Student Motivation in Science Subjects in Tanzania, Including Students’ Voices. Research in Science Education. ISSN 0157-244X. s. 1–25. doi: 10.1007/s11165-017-9677-4. Fulltekst i vitenarkiv
• Ødegaard, Marianne (2015). Teacher Commitments: Love and Duty in Science Education, Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS. Springer Publishing Company. ISSN 9783319173016. s. 181–193. doi: 10.1007/978-3-319-17302-3_12. Fulltekst i vitenarkiv
• Ødegaard, Marianne; Arnesen, Nina Elisabeth & Klette, Kirsti (2015). Talk and Use of Language in the Science Classroom: Characteristic Features, Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS. Springer Publishing Company. ISSN 9783319173016. s. 101–112. doi: 10.1007/978-3-319-17302-3_7. Fulltekst i vitenarkiv
• Klette, Kirsti & Ødegaard, Marianne (2015). Instructional Activities and Discourse Features in Science Classrooms: Teacher Talking and Students Listening or...? Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS. Springer Publishing Company. ISSN 9783319173016. s. 17–31. doi: 10.1007/978-3-319-17302-3_2. Fulltekst i vitenarkiv
• Ødegaard, Marianne; Haug, Berit Synnøve; Mork, Sonja Merethe & Sørvik, Gard Ove (2015). Budding Science and Literacy. A Classroom Video Study of the Challenges and Support in an Integrated Inquiry and Literacy Teaching Model. Procedia - Social and Behavioral Sciences. doi: 10.1016/j.sbspro.2014.12.674. Fulltekst i vitenarkiv
• Ødegaard, Marianne (2015). Science Theater/Drama. I Gunstone, Richard (Red.), Encyclopedia of Science Education. Springer. ISSN 9789400721494. s. 928–930. doi: 10.1007/978-94-007-6165-0_336-3. Fulltekst i vitenarkiv
• Sørvik, Gard Ove; Blikstad-Balas, Marte & Ødegaard, Marianne (2015). "Do Books Like These Have Authors?" New Roles for Text and New Demands on Students in Integrated Science-Literacy Instruction. Science Education. ISSN 0036-8326. 99(1), s. 39–69. doi: 10.1002/sce.21143. Fulltekst i vitenarkiv
• Ødegaard, Marianne; Arnesen, Nina Elisabeth & Klette, Kirsti (2015). Talk and Use of Language i the Sciene Classroom: Characteristic Features, Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS. Springer Publishing Company. ISSN 9783319173016. s. 101–112. Fulltekst i vitenarkiv
• Haug, Berit Synnøve & Ødegaard, Marianne (2015). Formative Assessment and Teachers’ Sensitivity to Student Responses. International Journal of Science Education. ISSN 0950-0693. 37(4), s. 629–654. doi: 10.1080/09500693.2014.1003262. Fulltekst i vitenarkiv
• Frøyland, Merethe; Remmen, Kari Beate; Mork, Sonja Merethe; Ødegaard, Marianne & Christiansen, Torgeir (2015). Researching science learning from students'view : the potential of headcam. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 11(3), s. 249–267. doi: 10.5617/nordina.1424. Fulltekst i vitenarkiv
• Ødegaard, Marianne; Haug, Berit Synnøve; Mork, Sonja M & Sørvik, Gard Ove (2014). Challenges and Support When Teaching Science Through an Integrated Inquiry and Literacy Approach. International Journal of Science Education. ISSN 0950-0693. 36(18), s. 2997–3020. doi: 10.1080/09500693.2014.942719. Fulltekst i vitenarkiv
• Haug, Berit Synnøve & Ødegaard, Marianne (2014). From Words to Concepts: Focusing on Word Knowledge When Teaching for Conceptual Understanding Within an Inquiry-Based Science Setting. Research in Science Education. ISSN 0157-244X. 44(5), s. 777–800. doi: 10.1007/s11165-014-9402-5. Fulltekst i vitenarkiv
• Ødegaard, Marianne (2012). Lærerengasjement: plikt og kjærlighet i naturfagsundervisningen. I Hopfenbeck, Therese Nerheim; Kjærnsli, Marit & Olsen, Rolf Vegar (Red.), Kvalitet i norsk skole: Internasjonale og nasjonale undersøkelser av læringsutbytte og undervisning. Universitetsforlaget. ISSN 9788215020044. s. 204–254. Fulltekst i vitenarkiv Vis sammendrag

  Siden de første PISA-resultatene i 2001 er det gjennomført mange studier av læringsutbytte og undervisning i den norske skolen. Hvilken betydning har disse undersøkelsene hatt? Forfatterne tar utgangspunkt i flere studier med fokus på læringsutbytte og undervisning. De komparative undersøkelsene PISA og TIMSS er sentrale i flere av kapitlene. I tillegg er det flere bidrag fra andre studier, inkludert studier som har sett nærmere på hva som faktisk skjer i norske klasserom. Forfatterne drøfter hvilken kunnskap disse studiene har gitt om skolen. Leseren får også en bakgrunnsforståelse for utviklingen i norsk skole, særlig med tanke på de store internasjonale undersøkelsene. Det underliggende temaet, som er kvalitet i skolen, samt hvordan denne måles og observeres, blir grundig belyst av forskere fra ulike forskningsfelt. Boka dekker fagdidaktiske bidrag fra lesing, naturfag, matematikk og engelsk samt bidrag som drøfter vurdering, testmotivasjon og læringsstrategier, temaer som er omtalt i Kunnskapsløftet som egne satsingsfelt. Boka er skrevet for forskere innen skoleforskning, men den er også godt egnet for studenter og lærere. Redaktørene er: Førsteamanuensis Therese Nerheim Hopfenbeck, førsteamanuensis Marit Kjærnsli og forsker Rolf Vegar Olsen, alle ved Institutt for lærerutdanning og skoleforskning ved Universitetet i Oslo. Bidragsytere i denne boka er: Siv Flæsen Almendingen, Bjørnar Alseth, Carl Angell, Ole Kristian Bergem, Erling Lars Dale, Hanna Eklöf, Tove Frønes, Liv Sissel Grønmo, Jan-Eric Gustafsson, Peder Haug, Glenn Ole Hellekjær, Therese Nerheim Hopfenbeck, Marit Kjærnsli, Tom Klepaker, Kirsti Klette, Bodil Kleve, Svein Lie, Lars Monsen, Guri A. Nortvedt, Rolf Vegar Olsen, Astrid Roe, Svein Sjøberg, Guri Skedsmo, Inger Throndsen, Are Turmo, Johannes Tveita, Wenche Vagle og Marianne Ødegaard

• Klette, Kirsti & Ødegaard, Marianne (2012). "Teaching Activities and Language use in Science Classrooms. I Jorde, Doris & Dillon, Justin (Red.), Science Education Research and Practice in Europe. Retrospective and Prospective. Brill | Sense. ISSN 9789460918988. s. 181–202. doi: 10.1007/978-94-6091-900-8_8. Fulltekst i vitenarkiv
• Ødegaard, Marianne & Arnesen, Nina Elisabeth (2010). Hva skjer i naturfagklasserommet? resultater fra en videobasert klasseromsstudie; PISA+. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 6(1), s. 16–32. Fulltekst i vitenarkiv
• Ødegaard, Marianne (2007). Naturfag til nytte og glede! Naturvitenskapelig allmenndannelse ved dramatiske hjelpemidler. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. s. 76–85. Fulltekst i vitenarkiv
• Ødegaard, Marianne (2006). PISA+: A research project to pursue problematic PISA findings in the Norwegian context. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. s. 85–88. Fulltekst i vitenarkiv

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• Ødegaard, Marianne; Kjærnsli, Marit & Kersting, Magdalena (2021). Tettere på naturfag i klasserommet. Fagbokforlaget. ISBN 9788245038439. 290 s. Fulltekst i vitenarkiv
• Ødegaard, Marianne; Haug, Berit S; Mork, Sonja Merethe & Sørvik, Gard Ove (2016). På forskerføtter i naturfag. Universitetsforlaget. ISBN 9788215024356. 170 s. Fulltekst i vitenarkiv

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• Sjøberg, Mari Heum; Frøyland, Merethe; Henriksen, Ellen Karoline; Jegstad, Kirsti Marie; Eikeseth, Unni & Kolstø, Stein Dankert [Vis alle 11 forfattere av denne artikkelen] (2025). Norge trenger en ny realfags­strategi som inkluderer alle realfagene. Fulltekst i vitenarkiv Vis sammendrag

  Vi må få flere elever i videregående til å velge realfag. Da har vi behov for lærere som kan undervise disse elevene.

• Ødegaard, Marianne (2025). Role Play: The Bleeding Water. I Wall, Tony; Österlind, Eva & Hallgren, Eva (Red.), Sustainability Teaching for Impact: How to Inspire and Engage Students Using Drama. Routledge. ISSN 9781032769301. s. 95–103. doi: 10.4324/9781003496359-15. Fulltekst i vitenarkiv Vis sammendrag

  This chapter presents a role play based on a true story in a sustainability context, involving published pieces of marine research. The semi-structured role play serves to introduce students to drama techniques while exploring why the river has turned red. Here, the role play involves multiple emotionally charged perspectives together with the cognitive challenge of attempting to resolve the ecological problem. The roles of scientific knowledge, scientific literacy, and ethical considerations are discussed.

• Misund, Stig; Strand, Jo Espen Tau & Ødegaard, Marianne (2021). Student questioning generated from an inquiry of an authentic reindeer head. Fulltekst i vitenarkiv Vis sammendrag

  This study pays special attention to students’ curiosity in science topics, and analyzes their capability in formulating adequate questions for deeper learning. One 5thgrade class and one 6 thgrade class, each divided into smaller groups, were given authentic reindeer heads and challenged to use their “own-hands-skills” in search for new knowledge. Each group had to agree upon at least three research-questions which they wanted to investigate further through a practical inquiry lesson in a science laboratory facility at the local university campus. Data were collected from students filming the lesson with head-mounted cameras. Analyzes of the translated film material indicate that students indeed were curious of the context, but to a limited extend asked questions which potentially could lead to more advanced knowledge and deeper learning. This give rise to new research questions such as; how can we make students wonder and reflect stronger upon phenomena presented in science classrooms?

• Kvamme, Ole Andreas; Ødegaard, Marianne; Knain, Erik & Sæther, Elin (2021). Bærekraft i lærerutdanningen - gi mening til frustrasjon og kompleksitet. Fulltekst i vitenarkiv
• Ødegaard, Marianne; Kjærnsli, Marit & Kersting, Magdalena (2021). Forord. I Ødegaard, Marianne; Kjærnsli, Marit & Kersting, Magdalena (Red.), Tettere på naturfag i klasserommet. Fagbokforlaget. ISSN 9788245038439. Fulltekst i vitenarkiv
• Frøyland, Merethe; Turmo, Are; Rundgren, Carl-Johan; Laherto, Antti; Achiam, Marianne & Pálsdóttir, Auour [Vis alle 19 forfattere av denne artikkelen] (2020). NorDiNa editorial 1/2020. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 16(1), s. 1–3. doi: 10.5617/NORDINA.7789. Fulltekst i vitenarkiv
• Karlsen, Solveig; Lunde, Mai Lill Suhr; Kjærnsli, Marit; Narvhus, Eva Kristin; Sæleset, Johannes & Ødegaard, Marianne (2019). Utforskende aktiviteter og lærerens rolle på barne- og ungdomstrinnet. LISSI – Linking Instruction in Science and Student Impact. Fulltekst i vitenarkiv
• Naoufal, Nayla Joelle & Ødegaard, Marianne (2019). Engagement of school science students in an interdisciplinary project interweaving youth culture and environmental issues. Fulltekst i vitenarkiv
• Kvamme, Ole Andreas; Sæther, Elin & Ødegaard, Marianne (2019). Nye utgivelser på UV: Bærekraft i alle fag. [Journal]. Uniforum - nettavis for Universitetet i Oslo. Fulltekst i vitenarkiv
• Kvamme, Ole Andreas; Sæther, Elin & Ødegaard, Marianne (2019). Bærekraftdidaktikk som forskningsfelt. Acta Didactica Norden (ADNO). 13(2), s. 1–8. doi: 10.5617/adno.7077. Fulltekst i vitenarkiv
• Sinnes, Astrid Tonette; Knain, Erik; Kolstø, Stein Dankert & Ødegaard, Marianne (2019). Må forstå sammenhengene. Fulltekst i vitenarkiv
• Ødegaard, Marianne; Boland, Eugene; Chu, Mysa & Kristensen, Heidi (2017). Snapping Stories in Science Local cultures and social media as entry points to science and sustainable education. Fulltekst i vitenarkiv
• Ødegaard, Marianne (2017). Sustainable drama. Fulltekst i vitenarkiv
• Mahan, Karina Rose; Brevik, Lisbeth M. & Ødegaard, Marianne (2017). Conference paper: Characterizing the Quality of CLIL Instruction. Fulltekst i vitenarkiv
• Knain, Erik & Ødegaard, Marianne (2017). The implementation of scientific literacy as basic skills in Norway. Fulltekst i vitenarkiv
• Mahan, Karina Rose; Brevik, Lisbeth M. & Ødegaard, Marianne (2017). Conference paper: The Quality of CLIL Teaching. Fulltekst i vitenarkiv
• Boland, Eugene; Chu, Mysa; Kristensen, Heidi & Ødegaard, Marianne (2016). Snapping Stories in Science Lokale hverdagskulturer og sosiale medier som inngang til naturfag og bærekraftig utvikling. Fulltekst i vitenarkiv
• Ødegaard, Marianne & Furberg, Anniken Larsen (2016). REDE – Representasjon og deltakelse i naturfag. Fulltekst i vitenarkiv
• Ødegaard, Marianne (2015). Bruk av dramaaktiviteter i biologiundervisningen. I Marion, Peter van & Strømme, Alex (Red.), Biologididaktikk. Cappelen Damm Akademisk. ISSN 9788202419301. s. 169–184. Fulltekst i vitenarkiv
• Ødegaard, Marianne; Haug, Berit S; Mork, Sonja Merethe & Sørvik, Gard Ove (2015). Improving an inquiry-based science and literacy teaching model through research and professional development courses. Fulltekst i vitenarkiv
• Ødegaard, Marianne; Haug, Berit S; Mork, Sonja Merethe & Sørvik, Gard Ove (2015). Improving an Inquiry-Based Science and Literacy Teaching Model. Fulltekst i vitenarkiv
• Ødegaard, Marianne; Haug, Berit Synnøve; Mork, Sonja Merethe & Sørvik, Gard Ove (2014). Challenges and Support when Teaching Science through an Integrated Inquiry and Literacy Approach. Fulltekst i vitenarkiv
• Haug, Berit Synnøve & Ødegaard, Marianne (2014). Begrepslæring og underveisvurdering i utforskende aktiviteter. Fulltekst i vitenarkiv
• Haug, Berit S & Ødegaard, Marianne (2013). Undervisning av naturfaglige begreper ved hjelp av utforskende arbeidsmåter. Fulltekst i vitenarkiv
• Haug, Berit Synnøve & Ødegaard, Marianne (2013). From words to concepts. Focusing on word-knowledge when teaching for conceptual understanding through science inquiry. Fulltekst i vitenarkiv
• Ødegaard, Marianne; Mork, Sonja M; Frøyland, Merethe & Henriksen, Ellen Karoline (2013). Gratulerer med dagen. Naturfag. ISSN 1504-4564. s. 2–3. Fulltekst i vitenarkiv
• Ødegaard, Marianne; Haug, Berit Synnøve; Mork, Sonja M & Sørvik, Gard Ove (2013). Data as the Source? Challenges and Support in an Integrated Science and Literacy Teaching Model. Fulltekst i vitenarkiv
• Haug, Berit Synnøve & Ødegaard, Marianne (2013). Formative Assessment and Teachers' Sensitivity to Student Responses. Fulltekst i vitenarkiv
• Haug, Berit Synnøve; Ødegaard, Marianne; Mork, Sonja M & Sørvik, Gard Ove (2013). Teaching science through an integrated science and literacy approach. Fulltekst i vitenarkiv
• Haug, Berit S & Ødegaard, Marianne (2012). Fra utforskende arbeidsmåter til utforskende arbeidsmåter og grunnleggende ferdigheter. Fulltekst i vitenarkiv
• Sørvik, Gard Ove; Mork, Sonja M; Haug, Berit Synnøve & Ødegaard, Marianne (2012). Tekster og lesing i naturfag. Fulltekst i vitenarkiv
• Ødegaard, Marianne; Andersen, Hanne Møller; Schoultz, Jan; Hultman, Glenn; Nielsen, Birgitte Lund & Löfgren, Ragnhild [Vis alle 7 forfattere av denne artikkelen] (2011). Explora. Koding av elevers og læreres samtaler ved praktisk arbeid i skandinaviske klasserom. Kimen. ISSN 1890-5137. 2. Fulltekst i vitenarkiv
• Mork, Sonja M; Erlien, Wenche & Ødegaard, Marianne (2011). How do primary school teachers work with texts and reading in science? Fulltekst i vitenarkiv
• Ødegaard, Marianne & Mork, Sonja M (2011). Hva slags etter- og videreutdanning vil lærere ha? Modell 2: Forskerføttermodellen. Fulltekst i vitenarkiv
• Mork, Sonja M; Erlien, Wenche & Ødegaard, Marianne (2011). Hvordan jobber lærere på barnetrinnet med tekster og lesing i naturfag? Fulltekst i vitenarkiv
• Mork, Sonja M; Erlien, Wenche & Ødegaard, Marianne (2011). How do primary school teachers work with texts and reading in science? Fulltekst i vitenarkiv
• Ødegaard, Marianne (2009). EXPLORA - Nordic project on talking science during explorative work in science classrooms.Exploring interaction -Coding processes of social interaction in explorative work in science education. Fulltekst i vitenarkiv
• Ødegaard, Marianne (2009). Dramatic Science. How Drama Can Play a Role in Promoting Learning and Teaching in Science Education. Fulltekst i vitenarkiv
• Ødegaard, Marianne (2008). Love and Duty in Science Education - Teacher Commitments-a classroom video study. Fulltekst i vitenarkiv
• Ødegaard, Marianne (2008). Love and Duty in Science Education - Teacher Commitments in a Classroom Video Study. Fulltekst i vitenarkiv
• Mork, Sonja M & Ødegaard, Marianne (2008). Student product. From Information Search on the Internet to Knowledge Integration in Science. Fulltekst i vitenarkiv
• Ødegaard, Marianne (2007). Teacher Commitments: Love and Duty in Science Education - a Classroom Video Study. Teaching science as an activity system. Fulltekst i vitenarkiv
• Ødegaard, Marianne (2007). Videostudier i klasserommet - Et glimt inn i prosjektet PISA+. Naturfag. ISSN 1504-4564. s. 64–65. Fulltekst i vitenarkiv
• Ødegaard, Marianne; Arnesen, Nina Elisabeth & Klette, Kirsti (2007). "A little green thing” Conceptual Language and Meaning-making in Science Classrooms. Fulltekst i vitenarkiv
• Ødegaard, Marianne (2006). Dramatiske naturfagtimer om bleier - grunnleggende ferdigheter og læringsstrategier i naturfagundervisningen. Naturfag. ISSN 1504-4564. s. 26–28. Fulltekst i vitenarkiv
• Ødegaard, Marianne (2006). Offering meaning in Science Education – a classroom video study. Fulltekst i vitenarkiv
• Ødegaard, Marianne; Kjærnsli, Marit; Karlsen, Solveig; Kersting, Magdalena; Lunde, Mai Lill Suhr & Olufsen, Magne [Vis alle 7 forfattere av denne artikkelen] (2021). Tett på naturfag i klasserommet (Linking Instruction in Science & Student Impact). Utdanningsdirektoratet. Fulltekst i vitenarkiv
• Brevik, Lisbeth M.; Doetjes, Gerke; Bakken, Jonas; Baran, Mukadder; Beiler, Ingrid Rodrick & Brkan-Musad, Altijana [Vis alle 11 forfattere av denne artikkelen] (2020). Tospråklig opplæring på fagenes premisser. Rapport fra evalueringen av tospråklig opplæring i skolen (ETOS-prosjektet). Universitetet i Oslo. ISSN 9789788269243. Fulltekst i vitenarkiv
• Brevik, Lisbeth M.; Doetjes, Gerke (Gerard); Bakken, Jonas; Baran, Mukkader; Rodrick, Ingrid Beiler & Brkan-Masud, Altijana [Vis alle 10 forfattere av denne artikkelen] (2020). Tospråklig opplæring på fagenes premisser. Rapport fra evalueringen av tospråklig opplæring i skolen (ETOS-prosjektet). 7Letras. ISSN 9789788269243. Fulltekst i vitenarkiv
• Persson, Per-Edvin; Ødegaard, Marianne & Nielsen, Sigurd Solhaug (2009). Evaluering av vitensenterprogrammet. Ekspertgruppens rapport. Norges forskningsråd. Fulltekst i vitenarkiv
• Klette, Kirsti; Lie, Svein; Ødegaard, Marianne; Anmarkrud, Øistein; Bergem, Ole Kristian & Arnesen, Nina Elisabeth [Vis alle 7 forfattere av denne artikkelen] (2008). Rapport fra prosjektet PISA+. Norges forskningsråd. Fulltekst i vitenarkiv
• Ødegaard, Marianne & Arnesen, Nina Elisabeth (2006). Categories for video analysis of science classroom activities. Universitetet i Oslo. Fulltekst i vitenarkiv

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